Cambridge IGCSE™

CHEMISTRY 0620/43
Paper 4 Theory (Extended) May/June 2020
MARK SCHEME
Maximum Mark: 80

Published

Students did not sit exam papers in the June 2020 series due to the Covid-19 global pandemic.

This mark scheme is published to support teachers and students and should be read together with the
question paper. It shows the requirements of the exam. The answer column of the mark scheme shows the
proposed basis on which Examiners would award marks for this exam. Where appropriate, this column also
provides the most likely acceptable alternative responses expected from students. Examiners usually review
the mark scheme after they have seen student responses and update the mark scheme if appropriate. In the
June series, Examiners were unable to consider the acceptability of alternative responses, as there were no
student responses to consider.

Mark schemes should usually be read together with the Principal Examiner Report for Teachers. However,
because students did not sit exam papers, there is no Principal Examiner Report for Teachers for the June
2020 series.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the June 2020 series for most Cambridge
IGCSE™ and Cambridge International A & AS Level components, and some Cambridge O Level
components.

This document consists of 10 printed pages.

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Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.

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GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.

Science-Specific Marking Principles

1 Examiners should consider the context and scientific use of any keywords when awarding marks. Although keywords may be present, marks
should not be awarded if the keywords are used incorrectly.

2 The examiner should not choose between contradictory statements given in the same question part, and credit should not be awarded for any
correct statement that is contradicted within the same question part. Wrong science that is irrelevant to the question should be ignored.

3 Although spellings do not have to be correct, spellings of syllabus terms must allow for clear and unambiguous separation from other syllabus
terms with which they may be confused (e.g. ethane / ethene, glucagon / glycogen, refraction / reflection).

4 The error carried forward (ecf) principle should be applied, where appropriate. If an incorrect answer is subsequently used in a scientifically
correct way, the candidate should be awarded these subsequent marking points. Further guidance will be included in the mark scheme where
necessary and any exceptions to this general principle will be noted.

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5 ‘List rule’ guidance (see examples below)

For questions that require n responses (e.g. State two reasons …):

• The response should be read as continuous prose, even when numbered answer spaces are provided
• Any response marked ignore in the mark scheme should not count towards n
• Incorrect responses should not be awarded credit but will still count towards n
• Read the entire response to check for any responses that contradict those that would otherwise be credited. Credit should not be
awarded for any responses that are contradicted within the rest of the response. Where two responses contradict one another, this
should be treated as a single incorrect response
• Non-contradictory responses after the first n responses may be ignored even if they include incorrect science.

6 Calculation specific guidance

Correct answers to calculations should be given full credit even if there is no working or incorrect working, unless the question states ‘show
your working’.

For questions in which the number of significant figures required is not stated, credit should be awarded for correct answers when rounded by
the examiner to the number of significant figures given in the mark scheme. This may not apply to measured values.

For answers given in standard form, (e.g. a × 10n) in which the convention of restricting the value of the coefficient (a) to a value between 1
and 10 is not followed, credit may still be awarded if the answer can be converted to the answer given in the mark scheme.

Unless a separate mark is given for a unit, a missing or incorrect unit will normally mean that the final calculation mark is not awarded.
Exceptions to this general principle will be noted in the mark scheme.

7 Guidance for chemical equations

Multiples / fractions of coefficients used in chemical equations are acceptable unless stated otherwise in the mark scheme.

State symbols given in an equation should be ignored unless asked for in the question or stated otherwise in the mark scheme.

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Question Answer Marks

1(a)(i) D 1

1(a)(ii) C 1

1(a)(iii) C 1

1(a)(iv) B 1

1(a)(v) D AND E or A 1

1(a)(vi) C 1

1(a)(vii) A or E 1

1(a)(viii) H 1
H O H
H C C C H
H H H

1(b) donate or lose protons 2

does not fully ionise / partially ionises / forms an equilibrium mixture

Question Answer Marks

2(a)(i) reversible reaction 1

2(a)(ii) hydrocarbons (reacting with steam) 1

2(b) [increasing pressure] increases yield 2

[increasing temperature] decreases yield

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Question Answer Marks

2(c) (particles) have more energy OR (particles) move faster 3

more collisions per second OR greater collision rate
more (of the) particles OR collisions have sufficient energy / activation energy to react OR a greater percentage /
proportion / fraction of collisions are successful

2(d)(i) N / NH3 2
change in oxidation state of N from –3 to +2 / increase in oxidation number / gain in oxygen / loss of electrons

2(d)(ii) 75 1

2(d)(iii) (it could react with rain water to) form nitric acid / acid rain 1

2(d)(iv) (Mr of HNO3 =) 63 (1) 4

20 (1)
5 (1)
120 (dm3) (1)

2(e) • horizontal product energy line at lower energy level than reactant 3
• label of product
• correct direction of vertical arrow – arrow must start level with reactant energy and finish level with product level
and one arrow head ONLY

Question Answer Marks

3(a)(i) same number of electrons 2

same electronic configuration

3(a)(ii) 3
number of electrons number of neutrons number of protons
35 Cl
17 17 18 17
37 Cl –
17 18 20 17

3(b)(i) displacement / redox 1

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Question Answer Marks

3(b)(ii) iodine is less reactive than bromine 1

3(c) magnesium ion has an outer shell with eight crosses 3

chloride ion has an outer shell with seven dots and one cross
chloride has a charge of 1– and magnesium has a charge 2+

3(d) energy needed to break bonds = 436 + 243 = 679 3

energy released when bonds formed = 2 × 432 = 864
energy change = 679 – 864 = – AND 185

Question Answer Marks

4(a) (filtration:) remove solids from water / remove insoluble substances 2

(chlorination:) sterilises / kill microbes / prevent illness

4(b)(i) white to blue 2

4(b)(ii) higher boiling point / greater than 100°C 1

4(c)(i) more than one spot 1

4(c)(ii) 0.8 (circled) 1

4(c)(iii) use a locating agent 1

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Question Answer Marks

5(a) 3
particle particle type of
separation arrangement motion

solid touching

liquid random

gas random

5(b) condensing 1

5(c) evaporation 2
diffusion

Question Answer Marks

6(a)(i) 2, 2, 4, 1 1

6(a)(ii) thermal decomposition 1

6(b) • add aqueous sodium hydroxide 3

• then (reduction with) aluminium (foil) (and warm)
• (ammonia gas produced which) turns damp red litmus blue

Question Answer Marks

7(a) breakdown of a molten / or aqueous ionic compound by the passage of electricity 2

7(b) bauxite 1

7(c)(i) it is above carbon in the reactivity series / more reactive than carbon 1

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Question Answer Marks

7(c)(ii) any one from: 1

• aluminium oxide has high melting point / cryolite has lower melting point than aluminium oxide
• using cryolite reduces costs / expensive to melt aluminium

7(c)(iii) oxygen 1

7(c)(iv) Al 3+ + 3e −  Al 2

7(d) any two related to use as electricity cables: 2

• ductile / malleable
• conducts (electricity)
• low density
• protective oxide layer

7(e)(i) iron + water + oxygen  (hydrated) iron oxide 2

7(e)(ii) any two from: 2

• act as catalysts
• variable oxidation numbers
• form coloured compounds / coloured ions
• higher melting point
• higher density
• harder

Question Answer Marks

8(a)(i) 1

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Question Answer Marks

8(a)(ii) 2

8(a)(iii) water 1

8(b) non-biodegradable / running out of space / toxic / leaching 1

8(c) (complex) carbohydrate / protein 1

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